"...And Justice for All." Secondary School Restructuring and Nondominant Groups: A Poststructural Analysis.

Capper, Colleen A.

Findings from a study that examined high schools involved in school restructuring to determine the effect of restructuring on the educational experiences of persons along the axis of oppression are presented in this paper. A second focus was to explore the utility of feminist poststructural theories in educational administration research. The following areas were examined in both the content and process of restructuring--language, subjectivity, power, and underlying assumptions. A critical, qualitative analysis of one urban and one rural high school was conducted; the results of the latter are presented in this paper. Methodology involved interviews with three school administrators, two district administrators, and three teachers; document analysis; and classroom observation. Findings pointed to three empowering aspects of restructuring for students: committed teachers; a focus on curriculum, instruction, and student achievement; and openness to research-based information. Constraints included a restructuring discourse centered around the power elite; an agreement on the legitimacy of the power structure; and lack of attention to social power issues and student identity. The recommendation is made to include teacher dialogue in "adhocratic" groups. The research implies ways in which the poststructural perspective facilitates openness to multiple perspectives. (17 references) (LMI)